O Contributo das TICs para a Compreensão Leitora de Textos Acadêmicos em Inglês

Autores/as

DOI:

https://doi.org/10.18264/eadf.v14i1.2107

Palabras clave:

TICs, ESP, Vocabulário científico, Compreensão de textos acadêmicos em inglês

Resumen

Este estudo quantitativo examina o contributo das Tecnologias da Informação e Comunicação (TICs), nomeadamente das atividades gamificadas e interativas, no ensino e aprendizagem de vocabulário científico e na compreensão de textos acadêmicos da área de Educação em inglês. A investigação teve a participação de 26 estudantes da área de Educação (25 da pós-graduação e uma da graduação) da Universidade Federal do Pará em um curso online de English for Specific Purposes (ESP), desenvolvido com base nas recomendações de pesquisadores das áreas de tecnologias, ensino e aprendizagem de inglês e design instrucional. As atividades foram disponibilizadas no Moodle (ferramentas Lição e Questionário) e no aplicativo Quizlet (flashcards gamificados). Os estudantes realizaram um pré-teste e um pós-teste (após oito lições), cujas análises comparativas entre ambos revelaram um aumento considerável das médias no pós-teste, o que pressupõe um efeito benéfico das tecnologias empregadas. Em suma, o estudo obteve resultados positivos referentes às duas hipóteses investigadas: aquisição de vocabulário científico e compreensão de textos em inglês. 

 

Palavras-chave: TICs. ESP. Vocabulário científico. Compreensão de textos acadêmicos em inglês.

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Publicado

2024-01-30

Cómo citar

Tabosa Salomão, S. (2024). O Contributo das TICs para a Compreensão Leitora de Textos Acadêmicos em Inglês. EaD Em Foco, 14(1), e2107. https://doi.org/10.18264/eadf.v14i1.2107

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Artí­culo de investigación